Abstract

The rapid expansion of digital media use has generated growing public and academic concern about its potential cognitive and educational consequences, often summarized by the term " brain impairment." However, this term lacks scientific precision and risks conflating disparate cognitive, behavioral, and neurobiological processes. This study aimed to synthesize the empirical literature on digital media use and its impact on cognitive outcomes through a systematic review and descriptive bibliometric analysis, providing an evidence-based understanding of the phenomena underlying this discourse. In accordance with the 2020 PRISMA guidelines, a comprehensive search of the Scopus, ScienceDirect, PubMed, and Web of Science databases identified 236 eligible studies published between 2015 and 2025. Study characteristics, outcome areas, methodological quality, and publication trends were examined, along with bibliometric indicators and subject classification. The results indicated a marked increase in research output over time, with accelerated growth after 2018, particularly between 2020 and 2025. The published studies were multidisciplinary and spanned journals in education, psychology, neuroscience, and behavioral science. Analysis of the primary outcome domains revealed a strong focus on attention and executive functions, followed by reward processing and addiction-related concepts, and then learning outcomes. In contrast, language processing and reading outcomes were relatively underrepresented. Methodological quality assessment showed that most studies were of medium to high quality. Although limitations related to cross-sectional designs and self-reported exposure measures persisted. Thematic bibliometric analysis identified four dominant and interrelated research clusters: attention and executive functions, reward processing and problematic use, learning and academic outcomes, and neurodevelopment and brain structure. Overall, the findings suggest that the concerns described as "brain deterioration" reflect a range of empirically supported, domain-specific effects rather than a uniform cognitive decline. The study highlights key gaps in the research and underscores the need for longitudinal, theory-based research to inform evidence-based educational practice, clinical assessment, and digital media policies.